The College of Education and Behavioral Studies School · PDF file · 2018-02-06The College of Education and Behavioral Studies School of Education ... legal and ethical requirements

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The College of Education and Behavioral Studies

School of Education

Houston Baptist University

Course Syllabus

EDSP 5302-20: SURVEY OF THE EXCEPTIONAL CHILD Fall, 2014

COURSE DESCRIPTION

This course will provide a sound foundation for developing an appreciation and an

understanding of the exceptional student and his/her unique educational needs. Students

will then be equipped to apply and evaluate a variety of interventions and instructional

methods aimed at students with unique educational characteristics. The focus of the course

is broad in scope; however, the depth of coverage will be sufficiently thorough to prepare

the student to advance to specialization courses.

COURSE SEQUENCE IN CURRICULUM AND PREREQUISITE INFORMATION

This course may be taken by any HBU student. There are no prerequisites for this course.

DATE AND TIME OF CLASS MEETINGS:

Mondays: 5:00 PM – 7:25 PM

ROOM NUMBER

Hinton 201

INSTRUCTOR INFORMATION

Name/Title: Dr. Charlotte Fontenot

E-mail: [email protected]

Office Phone: 281-649-3084

Office Location: Hinton 320

Office Hours: 2:00 pm – 4:00 pm Mondays, Wednesdays, & Thursdays; Electronic and

by appointment on Tuesdays and Fridays

Twitter: Follow me on Twitter @docfontenot

LEARNING RESOURCES

Course Text(s):

Heward, W., (2013). Exceptional children: An introduction to special education (10h

ed.). Upper Saddle River, NJ: Prentice Hall. List ISBN 13:978-0-13-514436-7

OTHER COURSE REQUIREMENT:

Join a professional organization – Council for Exceptional Children HB CEC; #1237

RELATION TO THE PURPOSE STATEMENT OF THE UNIVERSITY

mailto:[email protected]

EDSP 5302-20 Syllabus Fall, 2014 Page 2 of 19

The mission of Houston Baptist University is to provide a learning experience that instills

in students a passion for academic, spiritual, and professional excellence as a result of our

central confession, “Jesus Christ is Lord.”

In relation to the mission of the University, this course will help students

1. Provide a supportive atmosphere for students from all backgrounds which fosters

intellectual and social interaction in the teaching-learning processes;

2. Encourage academic excellence, freedom, and objectivity;

3. Promote the development of critical and creative thinking, compassion, responsibility,

ethics, professionalism and a continuing interest in learning

RELATION TO THE GOALS AND PURPOSES OF THE COLLEGE OF EDUCATION AND

BEHAVIORAL SCIENCES

The mission of the College of Education and Behavioral Sciences is to prepare students to be

effective citizens and professional educators, administrators, counselors, and researchers who

reflect Christ in their work and service.

To accomplish this mission, we will provide students with the following:

the courses and mentoring necessary for a solid pedagogical grounding in their discipline;

essential learning experiences that will provide opportunities to develop knowledge, skills and

wisdom; and

an understanding of their Christian mission and calling to influence individuals and the larger

society.

In relation to the stated goals and purpose of the School of Education, this course assists students

in developing a knowledge base, attitudes, and skills necessary for effective professional practice.

This includes addressing designated TExES competencies. This test must be successfully

completed for certification to teach in Texas. The proficiencies are the abilities the state requires

of all teachers; which the University must document in order to recommend a person for teacher

certification.

RELATION TO THE SPECIAL POPULATION DEPARTMENTAL GOALS AND PURPOSES

The mission of the Department of Special Populations is to develop quality teachers who honor and respect

diversity, seek to meet the needs of each learner, value lifelong learning, and exhibit their faith in the

service of educating others.

To accomplish this mission, we will provide students with the following:

courses containing essential concepts and teaching strategies to assist non-native English

speakers to succeed ;

courses designed to promote equitable learning experiences for students with varying

exceptionalities through accurate diagnosis, assessment, and differentiated instruction; and

an understanding of their faith in action through serving the needs of diverse students.

COURSE LEARNING OBJECTIVES

Upon completion of this course, students should be able to:

.

1. Plan and implement educational programs for exceptional students.

2. Apply basic professional terminology associated with the study of exceptional

children.


3. Identify and discuss legislation, litigation and characteristics which have

influenced the provision of educational services for exceptional children.

4. Identify the services available for exceptional children.

5. Define, identify, and describe characteristics of exceptional children students

including 13 disability categories with explanation including qualifiers for each

6. Identify inter-and intra individual characteristics of exceptional children.

7. Identify RTI levels and how to manage and differentiate instruction for academic

areas covered in public schools – what part does the LAT play in this?

8. Identify who serves on the ARD committee.

9. Describe the components required on an I.E.P.

10. Define Autism & be able to describe the five Autism Spectrum Disorders.

Foundational learning objectives, knowledge and skills required for all students seeking initial

teacher certification are included in this course.

SCHOOL OF EDUCATION REQUIREMENTS RELATED TO STATE AND NATIONAL

STANDARDS

The course learning objectives acquired through the experiences in this course support-state

and national standards including the TEA Standards for Pedagogy and Professional

Responsibilities, the International Dyslexia Association (IDA) Standards for Reading, and

Requirements of the Texas Administrative Code 9 (TAC §228.30) and H.B.2012.

Appropriate grade level TEA guidelines and TEKS are also included as part of this course.

A matrix at the end of this document indicates the TAC §228.30 and H.B.2012 requirements

addressed

A list of specific TExES competencies and International Dyslexia Association (IDA) Reading

Standards for this course is presented below.

TExES Compentencies

The following TExES Pedagogy and Professional Responsibilities EC – 12 (#160) Competencies

are addressed in part or in full in this course:

Domain I. The teacher designs instruction appropriate for all students that reflects an

understanding of relevant content and is based on continuous and

appropriate assessment.

Domain II. The teacher creates a classroom environment of respect and rapport that

fosters a positive climate for learning, equity, and excellence.

Domain III. The teacher promotes student learning by providing responsive instruction

that makes use of effective communication techniques, instructional

strategies that actively engage students in the learning process, and timely,

high-quality feedback.

Domain IV. The teacher fulfills professional roles and responsibilities and adheres to

legal and ethical requirements of the profession.

The following TExES Special Education competencies represented in this course:


Professional Development – Elementary-Secondary

Competency 010: The teacher uses processes of informal and formal assessment to

understand individual learners. Monitor instructional effectiveness and shape

instruction.

Competency 014: Cognitive development. The early childhood teacher

understands the cognitive development of young children and knows how to create

a classroom environment that provides children with opportunities to develop a

wide range of cognitive skills and abilities.

Competency 015: The teacher understand requirements, expectations, and can

apply this understanding in a variety of contexts.

Competency 019: Child development as an integrated process. The early

childhood teacher understands child development as an integrated process in which

development in any one area may affect development in other areas and can use

this understanding to provide learning opportunities that enhance development of

the whole child.

Competency 020: Factors affecting development. The early childhood teacher

understands how specific factors may effect individuals in one or more

developmental domains and can provide learning experiences and environments

that respond to the individual needs of all children.

Competency 024: School-home relationships. The early childhood teacher knows

how to establish and maintain strong school-home relationships and can work

effectively with primary care givers to address young children’s needs and

promote their development in all domains.

Special Education Supplemental Certification – Field 163

Competency 001: The special education teacher understands and applies

knowledge of the characteristics and needs of students with disabilities.

Competency 008: The special education teacher understands the philosophical,

historical, and legal foundations of special education.

Competency 009: The special education teacher applies knowledge of professional

roles and responsibilities and adheres to legal and ethical requirements of the

profession.

Competency 010: The special education teacher knows how to communicate and

collaborate effectively in a society of professional settings.

TExES Competencies for Stand-Alone (EC-12) Certification in Special Education-Field 161

Competency 001: The special education teacher understands and applies knowledge of the

characteristics and needs of students with disabilities.

Competency 010: The special education teacher understands the philosophical, historical,

and legal foundations of special education.

Competency 011: The special education teacher applies knowledge of professional roles

and responsibilities and adheres to legal and ethical requirements of the profession.

Competency 012: The special education teacher knows how to communicate and

collaborate effectively in a society of professional settings.


Pedagogy and Professional Responsibilities

EC-12 PPR Standard I, III 10.

Technology Objectives. SBEC Technology Standards are incorporated into this course. For a

complete listing of the standards, please go to Following the completion of the course, the student

will be able to: http://www.sbec.state.tx.us/SBECOnline/standtest/edstancertfieldlevl.asp

This site lists the standards for Technology Applications (All Beginning Teachers) NOTE: These

Technology Application standards are expected of ALL beginning teachers and will be

incorporated into the new TExES for Pedagogy and Professional Responsibilities at each

certification level. There is also a list for Technology Applications (EC-Grade 12) at this site.

Technology/computer skills.

1. The students will use the DVD’s, websites, or other resources to access information.

2. The students will develop, present, and turn in an electronic copy of presentation assigned

by instructor.

Writing and Oral Standards

1. Writing experiences – Students will participate in class and outside of class writing

activities in which they must use formal Standard English and conventions of

academic writing.

2. Oral language experiences – Students will participate in small group activities and

discussions which provide opportunities for developing oral language skills.

IDA Standards. The following International Dyslexia Association (IDA) Reading Standards are addressed in part

or in full in this course:

C. Knowledge of Dyslexia and Other Learning Disorders:

2. Recognize the tenets of the NICHD/IDA definition of dyslexia.

3. Recognize that dyslexia and other reading difficulties exist on a

continuum of severity.

4. Identify the distinguishing characteristics of dyslexia and related

reading and learning disabilities (including developmental

language, comprehension disorder, attention deficit hyperactivity

disorder, disorders of written expression or dysgraphia,

mathematics, learning disorder, nonverbal learning disorders, etc..

5. Identify how symptoms of reading difficulty may change over time

in responsive to development and instruction.

6. Discuss federal and state laws that pertain to learning disabilities,

especially reading disabilities and dyslexia.

D. Interpretation and Administration of Assessments

6. Explain the content and purposes of the most common diagnostic

tests used by psychologists and educational evaluations.

E-2. Structured Language Teaching: Phonics and Word Recognition

4. Identify the routines of a complete lesson format, from the

introduction of a word recognition concept to fluent application in

meaningful reading and writing.

http://www.sbec.state.tx.us/SBECOnline/standtest/edstancertfieldlevl.asp


5. Discuss research-based adaptations of instruction for students with

weaknesses in working memory, attention, executive function, or

processing speed.

E-3. Structured Language Teaching: Fluent, Automatic Reading of Text

2. Explain reading fluency as a stage of normal reading development

as the primary symptom of some reading disorders; and as a

consequence of practice and instruction.

4. Located sources of activities for building fluency in component

reading skills.

5. Discuss which instructional activities and approaches are most

likely to improve fluency outcomes.

7. Discuss appropriate uses of assistive technology for students with

serious limitations in reading fluency

E-4 Structured Language Teaching: Vocabulary

2. Describe the role and characristics of direct and indirect

(contextual) methods of vocabulary instruction

3. Explain varied techniques for vocabulary instruction before,

during, and after reading.

4. Review that word knowledge is multifaceted.

E-5 Structured Language Teaching: Text Comprehension

1 Describe teaching strategies that are appropriate before, during,

and after reading and that promote reflective reading.

E-6 Structured Language Teaching: Handwriting, Spelling, and Written

Expression

Handwriting

1. Review research-based principles for teaching letter naming and

letter formation, both manuscript and cursive

2. Demonstrate techniques for teaching handwriting fluency.

Spelling

1. Explain the relationship between transcription skills and written

expression.

3. Explain the influences of phonological knowledge on spelling.

5. Explain the influences on morphemic knowledge on spelling

Written Expression

1 Explain the major components and processes of written

expression and how they interact (e.g., basic

writing/transcription skills versus text generation).

3. Review appropriate uses of assistive technology in written

expression.

Other RTI

TOPICAL OUTLINE

A course agenda is included at the end of this syllabus. It includes the following topics:


1. The Purpose and Promise of Special Education

2. Planning and Providing Special Education Services and Transitioning to

Adulthood

3. Intellectual Disabilities

4. Learning Disabilities - Dyslexia and RTI Process

5. Emotional or Behavioral Disorder

6. Autism Spectrum Disorders

7. Deafness and Hearing Loss

8. Blindness and Low Vision

9. Physical Disabilities, Health Impairments, and ADHD

10. Low-Incidence Disabilities, Deaf-Blindness, and Traumatic Brain Injury

11. Early Childhood Special Education

12. Collaborating with Parents and Families in a culturally and Linguistically

Diverse Society

A class by class outline can be found at the end of this syllabus. The content of this outline and the

attached schedule are subject to change at the discretion of the professor.

TEACHING STRATEGIES

A variety of learning methods will be used including the following:

1. Lecture; reading

2. Discussion

3. Speakers

4. Group Activities

5. Practice Exercises

6. Individual/Group Conferences

7. Readings, research, and presentations

ASSESSMENT OF LEARNING

Foundational learning experiences required for all students seeking initial teacher certification

are included in this course.

School of Education Graduate Comprehensive Examination

Each course in the graduate school program is designed to assist the student in the preparation of

the required comprehensive examination taken after 24 semester hours in the program. The rigor

of the comprehensive assessment demands the student to evaluate, analyze, and synthesize all

learning experiences. By fulfilling course goals, objectives, knowledge and skills involved in

learning experiences prepares the graduate student to be successful. This culminating assessment

demonstrates the graduate student’s capability to think globally regarding educational theory and

practice as they become educational leaders in their chosen field of study.

Course Requirements.

Assignment 1 Learning

Objective(s) Standards

2 Point

Value

Exams 1, 2, 3, 4, 5, 6, 7, 8,

9, 10

PPR: I, II, III, IV 40%

Research – Field Project1 2, 3, 4, 5, PPR: I, III 10; IDA 25%

Course Content3 1, 2, 3, 4, 5, 6, 7, 8, PPR; I, II, III, IV; IDA C, D, E-2 20%


Blackboard Discussions

Homework Activities which consist

of Application Assignments

9, 10 4, 5; E-3 2, 4, 5, 7; E-4 2, 3, 4; E-

5 1; E-6 1, 2

Participation and Attendance 1, 2, 3, 4, 5, 6, 7, 8,

9, 10

PPR; IV 15%

1 Descriptions and rubrics for assignments are included at the end of this document.

2 These assignment/activities develop and/or assess state and national standards including

TExES competencies, IDA reading standards, TEKS and/or ISTE standards (listed

previously).

3 Each of these will result in a 1-100 score and an average of these scores will be

determined. This average will count 20% of the final grade.

Grading Standards

Assessments in this course are designed to correlate to the rigor and expectations addressed within

the School of Education Graduate Comprehensive Examination.

94 -100=A; 90-93=A-; 87-89=B+; 83-86=B; 80-82=B-; 77-79=C+; 73-76=C; 70-72=C-; 69 and

below=F

It is the student’s individual responsibility to be aware of his/her current grade standing in the class

and to confer with the professor regarding any assessment concerns/questions during designated

office hours.

Detailed descriptions/rubrics regarding every assessment are provided towards the end of this

syllabus.

Student Evaluation of Faculty and Course

Students will complete faculty appraisal forms as regularly administered by the

University.

CLASS POLICIES

ATTENDANCE: Absence and Tardy Policies In the College of Education and Behavioral

Sciences, students must attend at least 75% of class sessions in order to receive a passing

grade in the course This means that if more than 3 absences occur, the course grade will

be “F” no matter what test and paper scores might be.

ACADEMIC ACCOMODATIONS:

Students needing learning accommodations should inform the professor immediately and

consult the Academic Accommodations section of the HBU Classroom Policy posted on

Blackboard. Documentation of Difficulties If an education student fails to demonstrate

an acceptable level of performance on one or more professional educator standards during

any class or field experience, a form is filed in the Education Office (a PMID: Progress

Monitoring & Intervention Documentation). If two such forms occur, a conference is held

in which difficulties are identified and means for improvement are explored. [Sometimes

specific interventions will be required.] A third form will result in a committee hearing to

review difficulties and means for improvement and to determine conditions for


continuance in the program. Professional standards include knowledge, skills and

dispositions.

LATE WORK STATEMENT. Late work will be penalized. You should not miss any

exams. If you are sick, you need to notify the professor in advance. The professor

reserves the right to administer a different exam, deduct points for taking the exam late,

and/or schedule the makeup for a later date. Missing an exam without giving prior notice

will result in a zero for that test, with no makeup.

All assignments submitted after the due date will be assessed a 10 point penalty. Please ensure

that all assignments are submitted on time.

Missed Tests. Plan to take all exams at the scheduled time. If you must miss an exam, notify the

instructor by telephone within 24 hours of the scheduled exam. Acceptable reasons for making

up an exam are as follows (documentation is required to verify the reason for your absence):

1. Serious illness (hospitalization).

2. A death in the family.

Acceptable reasons do NOT include the following:

1. Doctor's appointments for a non-emergency.

2. “I didn't have time to study.”

Use of Electronic Devices. During class sessions, electronic devices are only to be used

to support class activities. Other uses (texting, surfing the web, etc.) will result in the

device not being allowed in the classroom.

Students are required to read the University Classroom Policy addendum to

this course syllabus that is included on Blackboard. In addition to the class

policies listed here, it includes basic class policies that apply in all HBU classes.

PERSON RESPONSIBLE FOR DEVELOPING SYLLABUS

Dr. Charlotte Fontenot

Dr. Charlotte Fontenot. _______07/03/2014_______________

Instructor’s Signature Date


EDSP 5302

TENTATIVE SCHEDULE

Date Class topics and readings Task(s)/Assignments

8/25/14 Introduction

Review Syllabus

Review Blackboard Shell

Discuss Presentations

Chapter 1

Blackboard Discussion Activities – 1 and 2

Submit Syllabus

Acknowledgement Statement

and Cheating and Plagiarism

Pages on Bb by 11:55 pm on

Sunday

9/01/14 LABOR DAY HOLIDAY

9/08/14 Complete Chapter 1 and start Chapter 2

Developing your Own View of Special Education

Chapter 2

Watch and Discus DVD on Effective Planning Read, study, and discuss

Featured teacher – pages 43 - 45

Blackboard Discussion Activity

Make sure you take good notes and study. You cannot pass this class

without really studying.

NOTE: September 10, 2014 is the last day to drop without a ”W”

Blackboard

Discussion due for

Chapter 1

Presentation topics

due in class.

Application

Assignment: Philosophy of

Education/Teaching

due by Sunday, 11:55

PM on Blackboard.

9/15/14 Chapter 4

Read, study, and discuss

Group Activity


Chapter 15

Read, study, and discuss

Begin Working on Dyslexia Training Module (TEA Mandated)

Blackboard

Discussions due for

Chapter 2, 4, and 15

Application

Assignment:

Secondary

Transitioning due by

Sunday, 11:55 PM on

Blackboard.

9/22/14 Exam 1 (Chapters 1,2, 4, and 15)

Continue Working on Dyslexia Training Module (TEA Mandated)

Deadline for all Exam

1 chapter discussions.

9/29/14 Chapter 5

Watch DVD on Learning Disabilities

Students to take notes on form provided and discuss

Continue Working on Dyslexia Training Module (TEA Mandated)


10/06/14 Chapter 6

Featured teacher, pages 195 – 197 Read, study, and discuss

Group Activity


10/13/14 Chapter 7; DVD Autism

Students to take notes on form provided and discuss

Featured teachers – pages 233 - 235


Begin Working on Senate Bill 460 Training (TEA Mandated)

Assignment:

Dyslexia Assignment

due by Sunday, 11:55

PM on Blackboard.

Bb Discussion due for

Chapters 6 and 7

10/20/14 Exam 2 (Chapters 5, 6, & 7)

Continue Working on Senate Bill 460 Training (TEA Mandated)


2 chapter discussions.

10/27/14 Chapter 9

Featured teacher – pages 311 – 312

Group Activity

Chapter 10 Read, study, and discuss

Educational Approaches


Assignment: Senate

Bill 460 Training due

by Sunday, 11:55PM

11/03/14 Chapter 11

Watch DVD on Physical Disabilities and discuss

Featured teacher – pages 405 – 407


Bb Discussions due

for chapters 9, 10,

and 11

11/10/14 Exam 3 (Chapter 8, 9, 10, and 11)


3 chapter discussions

11/17/14 Blackboard Day

Specific Project Presentation/PowerPoint via Blackboard

Discussion Forum

All presentations

should be posted by

5:00 PM; our class

time.

.

You are also required

to respond to at least

two of your

classmates’

presentations.

11/24/14 Chapter 12

Watch DVD – Community Based Outing



.


12/1/14 Chapter 14


Selecting toys – pages 498 - 499 (Bring toy magazines to class)


Chapter 3

Guest Speaker – From a Parents Perspective

Bb Discussions for all

chapters are due

Sunday by 11:55 PM

12/08/14 FINAL EXAM and Course Reflection

The instructor reserves the right to modify this syllabus and course agenda and will notify the class of any changes in a

timely manner.


Le

Pedagogy and Professional Responsibilities Course Correlation to TAC §228.30* *Source: TEA Audit Monitoring Handbook 2009

EC-12

PPR

Standard

Curriculum Topic

TAC §228.30 Essential Components

Learning Experiences/

Products

I, III

1.Reading Instruction

Programs are encouraged to select from a variety of theories and methods appropriate for teaching these five essential components of reading instruction.

1. Text Structure (organization)

2. Vocabulary teaching strategies

3. Identifying the word (root, prefix, suffix)

4. Fluency (words per minute correct) basic teaching strategies

5. Comprehension (finding main idea, summarizing, supporting details, synthesizing/making connections, inferences, making generalizations

Exam, Dyslexia Training Module

II, IV 2. Code of Ethics Texas Educators’ Code of Ethics TAC§ 247.2

I, II, III 3. Child Development Programs will teach a variety of theories for child development. Exams I, Discussions,

Lecture

I, II, III, 4. Motivation Programs will select from a variety of theories and methods appropriate for teaching motivation.

Final

I, II, III 5. Learning Theories Programs will teach a variety of learning theories Exam I, Exam II, Final, Field Paper

I, III 6. TEKS Organization, http://ritter.tea. state.tx.us/teks/

I, III 7. Content TEKS http://ritter.tea. state.tx.us/teks/

I, II, IV 8. TAKS Responsibilities http://www.tea.state.tx.us/ click on Testing/ Accountability, click on Texas Essential Knowledge and Skills for much more information.

I, II, III 9. Curriculum Development and Lesson Planning

Programs will select from a variety of theories and methods appropriate for teaching curriculum development and lesson planning.

Lecture, Discussion

I, III 10. Classroom Assessment and Diagnosing Learning Needs

Programs will select from a variety of theories & methods appropriate for teaching formative assessment to diagnose learning needs & other types of classroom assessment.

Lecture, Discussion, Exams

II, IV 11. Classroom Management

Programs will select from a variety of theories & methods appropriate for teaching classroom management.

Lecture, Discussion, Blackboard, Exam 1,

Senate Bill 460 Training

I, II, III, IV

12. Special Populations

ELPS—English Language Proficiencies http://ritter.tea.state.tx.us/curriculum/biling/elps.html

National Assoc. for Gifted Children Teacher Knowledge and Skills http://www.nagc.org/index2.aspx?id=1863 TEA website resources

http://ritter.tea.state.tx.us/special.ed

A. ESL/ Bilingual ELPS 1. learning strategies 4. reading 2. listening 5. writing 3. speaking

B. G/T 1. Learner characteristics and development 3. Socio-cultural influences 2. Instructional strategies 4. Identifying GT

C. Special Education 1. Acronyms/Terms 4. Parent Involvement 2. Modifications/ Accommodations 5. Discipline 3. Inclusion

Exams, OHI project, Research Project,


III, IV 13. Parent Conferencing and Communication Skills

Programs will select from a variety of theories and methods appropriate for teaching communication skills and parent conferencing.

Exam 1, Exam III

I, III

14. Instructional Technology

http://www.sbec.state.tx.us/SBECOnline/standtest/edstancertfieldlevl.asp

SBEC Technology Standards for All Teachers 1. Tech terms, concepts, data input strategies and ethical practices to make informed

decisions about tech app 2. Identify task requirements, apply search strategies, use tech to acquire, analyze, and

evaluate a variety of information 3. Use technology to synthesize knowledge, create and modify solutions, and evaluate

results 4. Communicate in different formats. 5. Plan, organize, deliver and evaluate instruction that uses technology, and technology

TEKS for students.

Lecture, Discussion, Blackboard


I, III, IV

15.Pedagogy/

Instructional Strategies

http://olc.spsd.sk.ca/DE/PD/instr/index.html

Programs will teach a variety of instructional strategies suitable for all classrooms and also for specific subjects and content.

Lecture, Discussion, Blackboard, Exams,


I, II, III, IV 16. Differentiated Instruction

Programs will teach a variety of instructional strategies suitable for differentiating instruction. Lecture, Discussion, Blackboard, Research

Project, Exams

IV 17. Certification Test Preparation (6 clock hrs required)

Testing study guides, standards, frameworks, competencies

www.texes.ets.org Discussion, Lecture

Assignment Descriptions and Rubrics

Week 3 Application Assignment: Philosophy of Teaching/Education

The purpose of the Philosophy of Education is to provide you with a framework for exploring your

education specialization, either as a General Education or Special Education Educator. You will engage in

a continuous and collaborative learning process with professors and colleagues as you construct a base of

knowledge in which to ground your own professional philosophy. You will use reflection and critical

perspectives to refine and develop this philosophy over the course of your program, informed by your

understanding of professional ethics and your growing identification and involvement with your

specialization field.

The following questions may help to guide the development of your philosophy:

1. What is the purpose of education?

2. What are the essential elements defining special education?

3. What does it mean to be a professional educator in your specialization?

4. What are your beliefs about learning and teaching and how they interrelate in regards to the impact

of disabilities?

a. What are the roles and responsibilities of the teacher?

b. What are the roles and responsibilities of the learner?

5. What is important for you to consider about the learners with whom you will interact as a teacher?

6. What is important for you to consider about the community within which you will operate as a

teacher? With whom will you need to cooperate and collaborate in order to be effective?

7. Keeping in mind Houston Baptist University’s mission of positive social change, how do you plan

to effect positive social change in your work as a professional educator?

Assignment length of 3 – 5 pages and APA formatting is required. Submit this assignment via the

Assignment submission

Week 4 Application Assignment: Secondary Transition

This week, you will begin to explore the services, processes, and documents related to transitioning

secondary students with disabilities from school to adult life.

To provide a comprehensive, in-depth understanding of transition, visit one or more of the following

websites:

National Center on Secondary Education and Transition:

http://www.tea.state.tx.us/index2.aspx?id=2147496883

Council for Exceptional Children: http://www.cec.sped.org/

(From this main page, search for Transition.)

Great Schools: Transition Planning for Students with IEPs: http://www.greatschools.org/special-

education/health/873-transition-planning-for-students-with-ieps.gs?page=1

http://www.tea.state.tx.us/index2.aspx?id=2147496883

http://www.cec.sped.org/

http://www.greatschools.org/special-education/health/873-transition-planning-for-students-with-ieps.gs?page=1

http://www.greatschools.org/special-education/health/873-transition-planning-for-students-with-ieps.gs?page=1


Explore the site you have selected, and search for information on the following topics:

IEP and Transition Planning

Dropout and Graduation

Parent/Professional Collaboration

Career Guidance and Exploration

Self-Determination for Middle and High School Students

Instructional Strategies

Once you have completed your web exploration, respond to the following questions, being sure to address

each point thoroughly and citing appropriate Learning Resources to support your response:

What is transition?

What are the factors that contribute to effective transition?

How does Texas and local school districts meet the challenges of creating an effective transition

program for students with disabilities?

Assignment length of 2–3 pages and APA formatting is required.

Submit this assignment via the Application Assignment submission link by Sunday of this week using

the following file name"WK4 APP+last name+first initial.doc", (for example...WK4APPFontenotC.doc).

Rubric: Application Assignments

Quality of

Work

Submitted

A: Exemplary

A = 94-100;

A- = 90-93

B: Proficient

B+ = 87-89; B =

83-86; B- = 80-82

C: Minimal (needs

improvement)

C+ = 77-79; C = 73-

76; C- = 70-72

F: Work

Submitted but

Unacceptable

F = 69 and below

Adherence to

Assignment

Criteria

30% of Grade

The extent to

which work

meets the

assigned

criteria.

Assignment meets

or exceeds all

criteria.

Assignment meets

all criteria.

Assignment mostly

meets the criteria.

Assignment does

not meet the

criteria.

Assimilation

and Synthesis

of Ideas

50% of Grade

The extent to

which the work

reflects:

Understanding

of the

assignment’s

purpose

Understanding

of material

presented in

course videos,

Student’s work

demonstrates a

clear and deep

understanding of

the assignment’s

purpose.

Key concepts are

addressed with

exceptional breadth

and depth.

Student’s work

demonstrates a

solid

understanding of

the assignment’s

purpose.

Key concepts are

addressed with

reasonable breadth

and depth.

Student’s work

demonstrates some

understanding of the

assignment’s

purpose.

Key concepts are

identified but are

only partially

developed.

Student’s work

demonstrates little

or no

understanding of

the assignment’s

purpose.

Key concepts are

misidentified

and/or

significantly


readings, Web

resources, and

discussions

Application,

analysis, and

synthesis of

concepts/strateg

ies presented

Reference to course

readings, videos,

and other resources

is purposeful,

accurate, and

extensive.

Student’s work

shows abundant

evidence of

insightful reflection

and sophisticated

critical thinking

throughout.

Reference to

course readings,

videos, and other

resources is

appropriate and

reasonably

thorough.

Student’s work

shows evidence of

reflection and

critical thinking

throughout.

Reference to course

readings, videos,

and other resources

is limited in scope

and quality.

Student’s work

shows some

evidence of

reflection and

critical thinking.

underdeveloped.

Reference to

course readings,

videos, and other

resources is

inappropriate or

missing.

Student’s work

shows little or no

evidence of

reflection and

critical thinking.

College-Level

Writing and

Mechanics

20% of Grade

The extent to

which the

writing

demonstrates

coherence and

clarity of

thought;

effective

organization

and expression

of ideas; use of

proper grammar

and writing

mechanics; and

use of APA

format in

resource

citations.

Writing is

exceptionally clear,

coherent, well

organized, and

logical.

Citations,

references, and

formatting adhere

to APA guidelines,

with virtually no

errors.

Virtually no errors

in grammar,

mechanics or

syntax are present

in the assignment.

Writing is

generally clear,

coherent, and well

organized.

Citations,

references, and

formatting adhere

to APA guidelines

with a few minor

errors.

A few minor

errors in grammar,

mechanics, or

syntax are present

in the assignment.

Writing is coherent

but loosely

organized and

sometimes lacks

clarity.

Citations,

references, and

formatting generally

adhere to APA

guidelines, but

errors are

significant.

Significant errors in

grammar,

mechanics, or syntax

are present in the

assignment.

Writing lacks

coherence and

organization.

Citations,

references, and

formatting do not

adhere to APA

guidelines.

Extensive errors in

grammar,

mechanics, or

syntax make it

difficult to read

the assignment.

Week 7 Assignment: Dyslexia Training Module on Blackboard

The Texas Education Agency mandates that all certification-seeking students receive training related to

dyslexia and state guidelines for the assessment, identification, and instruction of dyslexia. HBU College

of Education and Behavioral students will complete this training online. The training modules

are available to you on Blackboard and must be completed prior to the end of this course. The HBU

Dyslexia Training consists of 4 learning modules (see Learning Modules on the Course Menu):

Chapter 1: Definitions & Characteristics of Dyslexia

Chapter 2: Procedures for Assessing Students for Dyslexia

Chapter 3: Referral to Special Education

Chapter 4: Instruction for Students with Dyslexia


Each learning module contains an introduction with objectives, PPT/PDF lecture files, learning resources

(activities, web links, and videos), and a quiz. The quizzes contain 10-20 questions, and you may take the

quizzes multiple times.

Requirements for Completion

1) You must score at least 80% on all quizzes. When you have completed all 4 modules with at least

80% on the quizzes, a Blackboard assignment (Submission for Certificate) will be released to you. There

will be a link in the Chapter 4 module and on the Course Menu.

2) You must submit the Blackboard assignment to notify me that you have completed the training. At

which time, you will receive a certificate of completion. If you are taking additional courses in the College

of Education and Behavioral Sciences, you can print your certificate of completion and give to your

professors for extra credit. You must present the certificate of completion prior to finals in order to

receive extra credit points in your courses.

Week 9 Assignment: Mental Health Assignment –Senate Bill 460 Training On Blackboard

The Texas Education Agency mandates that all educators are required by the Texas Mental Health Senate

Bill 460 to learn how to identify students at risk of suicide or with other mental or emotional disorders and

provide positive behavioral interventions and support in an educational setting. This includes teachers,

administrations, counselors, and all other staff members.

The COEBS is requiring all students to complete this training online by the end of the course. The training

module is available to you on Blackboard. Upon completion a copy of the certificate will be placed in

your file to indicate completion of all TEA mandated training.

For your completion of the Online SB 460 Training, it will be at your other professors’ discretion to apply

5 points of extra credit to an exam or assign this requirement as a course assignment. Each professor will

require you to show your certificate of completion prior to finals in order to receive credit for the training.

Requirements for Completion

The SB 460 Training consists of one Learning Module. Upon completion of the module, you are required

to do the following:

(1). You must submit a Reflection of your learning, utilizing the Brown and Irby Reflection Cycle, via

Blackboard to notify me that you have completed the training. At which time I will place a certificate of

completion in your SB 460 training gradebook.

(2). Upon receipt of your certificate, please submit your certificate via the assignment link in our class

(EDSP 5302) to receive your grade.

Week 12 Application Assignment: Specific Research Project

This paper and PowerPoint will present information regarding one of the following Health Impairments

that would qualify students under the Other Health Impairment eligibility:


Choose a topic from below. You can also go outside of the list below; however, approval is needed from

the professor.

Prader-Willi Syndrome

Tourette’s Syndrome

Down Syndrome

Angleman Syndrome

Fragile X Syndrome

Hydrocephalus

Epilepsy

AD/HD

Hemophilia

Nephritis

Rheumatic Fever

Sickle cell Anemia

Diabetes

Fetal Alcohol Syndrome

Requirements: Write 3 to 4 pages in length utilizing APA formatting: which includes but is not limited to

double spaced, 1" margins (left, right, top, and bottom), Times New Roman style writing, font size 1,

cover page, in-text citations, and a reference page.

Research Paper and PowerPoint must address the following: (1) characteristics of the syndrome, (2)

causes, (3) treatment options, (4) effects on the child for learning and (5) recommendations for teachers.

Name _____________________________

Project Title _______________________________________________ Time: _____________

Research Project Rubric

Content and Development

80 points

Points Earned

/80

Additional Comments:

1. Research and write a report and prepare a PowerPoint on one of the

following aspects of teaching special education:

Prader-Willi Syndrome

Tourette’s Syndrome

Down Syndrome

Angleman Syndrome

Fragile X Syndrome

Hydrocephalus

Epilepsy

AD/HD

Hemophilia

Nephritis

Rheumatic Fever

Sickle cell Anemia

Diabetes

Fetal Alcohol Syndrome


2. Must be 3 to 4 pages in length (5 pts)

3. Address the following:

Characteristics of the syndrome (5 pts)

Causes (20 pts)

Treatment options (20 pts)

Effects on the child for learning (15 pts)

New knowledge gained from research (10 pts)

Recommendations for teachers (5 pts)

Mechanics

10 Points

Points Earned

/10

Appropriate tone is used. (2 pts.)

Sentences are complete and clear (2 pts.).

Spelling is correct. (2 pts.) APA guidelines are followed: double spacing, Times New Roman style

writing, font size 12, in-text citations, cover page, and reference page. (4

pts.)

PowerPoint Presentation

10 Points

Points Earned

/10

Organized ideas in a logical way (4 pts.)

Use of Visual Aids and Technology (2 pts.) Pictures and graphics improved the presentation or reinforced main points

(2 pts.)

Effective Delivery and remained within the allocated time frame (2 pts.)

Total

100 Points

Points Earned

/100

Overall Comments:

Documents

The College of Education and Behavioral Studies School · PDF file · 2018-02-06The College of Education and Behavioral Studies School of Education ... legal and ethical requirements